dc.contributor.author | Llaurado Serra, Mireia | |
dc.contributor.author | Rodríguez, E. | |
dc.contributor.author | Gallart Fernández-Puebla, Alberto | |
dc.contributor.author | Fuster, P. | |
dc.contributor.author | Monforte-Royo, Cristina | |
dc.contributor.author | De Juan, M. Á. | |
dc.date.accessioned | 2024-01-18T14:37:55Z | |
dc.date.available | 2024-01-18T14:37:55Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Llaurado Serra, M.; Rodríguez, E.; Gallart, Alberto [et al.]. Assessing the competences associated with a nursing Bachelor thesis by means of rubrics. Nurse Education Today, 2018, 66, p. 103-109. Disponible en: <https://www.sciencedirect.com/science/article/abs/pii/S0260691718301680?via%3Dihub>. Fecha de acceso: 18 ene. 2024. DOI: 10.1016/j.nedt.2018.04.009 | ca |
dc.identifier.issn | 0260-6917 | ca |
dc.identifier.uri | http://hdl.handle.net/20.500.12328/3907 | |
dc.description.abstract | Background: Writing a Bachelor thesis is the last step in obtaining a university degree. The thesis may be job- or research-orientated, but it must demonstrate certain degree-level competences. Rubrics are a useful way of unifying the assessment criteria. Objectives: To design a system of rubrics for assessing the competences associated with the Bachelor thesis of a nursing degree, to examine the system's reliability and validity and to analyse results in relation to the final thesis mark. Design: Cross-sectional and psychometric study conducted between 2012 and 2014. Settings: Nursing degree at a Spanish university. Participants: Twelve tutors who designed the system of rubrics. Students (n = 76) who wrote their Bachelor thesis during the 2013–2014 academic year. Methods: After deciding which aspects would be assessed, who would assess them and when, the tutors developed seven rubrics (drafting process, assessment of the written thesis by the supervisor and by a panel, student self-assessment, peer assessment, tutor evaluation of the peer assessment and panel assessment of the viva). We analysed the reliability (inter-rater and internal consistency) and validity (convergent and discriminant) of the rubrics, and also the relationship between the competences assessed and the final thesis mark. Results: All the rubrics had internal consistency coefficients >0.80. The rubric for oral communication skills (viva) yielded inter-rater reliability of 0.95. Factor analysis indicated a unidimensional structure for all but one of the rubrics, the exception being the rubric for peer assessment, which had a two-factor structure. The main competences associated with a good quality Bachelor thesis were written communication skills and the ability to work independently. Conclusion: The assessment system based on seven rubrics is shown to be valid and reliable. Writing a Bachelor thesis requires a range of degree-level competences and it offers nursing students the opportunity to develop their evidence-based practice skills. | ca |
dc.format.extent | 6 | ca |
dc.language.iso | eng | ca |
dc.publisher | Elsevier | ca |
dc.relation.ispartof | Nurse Education Today | ca |
dc.relation.ispartofseries | 66 | |
dc.rights | © 2018 Elsevier Ltd. All rights reserved. | |
dc.subject.other | Educació | ca |
dc.subject.other | Infermeria | ca |
dc.subject.other | Educación | ca |
dc.subject.other | Enfermería | ca |
dc.subject.other | Education | ca |
dc.subject.other | Nursery | ca |
dc.title | Assessing the competences associated with a nursing Bachelor thesis by means of rubrics | ca |
dc.type | info:eu-repo/semantics/article | ca |
dc.description.version | info:eu-repo/semantics/publishedVersion | ca |
dc.rights.accessLevel | info:eu-repo/semantics/openAccess | |
dc.embargo.terms | cap | ca |
dc.subject.udc | 37 | ca |
dc.subject.udc | 61 | ca |
dc.identifier.doi | https://dx.doi.org/10.1016/j.nedt.2018.04.009 | ca |